SciELO - Scientific Electronic Library Online

 
vol.26 número100Modelagem multinível de persistência no ensino superiorA formação do professor no século XXI segundo uma abordagem da história da educação medieval índice de autoresíndice de assuntospesquisa de artigos
Home Pagelista alfabética de periódicos  

Serviços Personalizados

Journal

Artigo

Indicadores

Links relacionados

Compartilhar


Ensaio: Avaliação e Políticas Públicas em Educação

versão impressa ISSN 0104-4036versão On-line ISSN 1809-4465

Resumo

CHALETA, Maria Elisa. Conceptions of learning in higher education students: Reanalysis of the COLI (Conceptions of Learning Inventory). Ensaio: aval.pol.públ.Educ. [online]. 2018, vol.26, n.100, pp.684-705.  Epub 03-Maio-2018. ISSN 0104-4036.  http://dx.doi.org/10.1590/s0104-40362018002601302.

This study was conducted with 1,014 higher education Portuguese students. We intend to reanalyze the Conceptions of Learning Inventory (COLI) to assess the students’ conceptions of learning. Using the same methodology as the adaptation study for the Portuguese population the results indicated a different structure in comparison to the one found in the original. We didn’t find the conception of learning as a duty or as process not limited by time or context. The conception of learning as remembering, using and understanding information was distributed by two factors, which are now designated remembering information and understand, use and apply the information. The analysis taking into account the variables (institution, scientific field, year of attendance and gender) showed that there are statistically significant differences when considering the institutions, the scientific area and the gender but not when considering the year of attendance, which goes against some studies that stated that the learning concepts do not necessarily have a developmental hierarchy.

Palavras-chave : Conceptions of learning; COLI; Higher Education.

        · resumo em Português | Espanhol     · texto em Português     · Português ( pdf )